DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

Course Code: CE 211

Course Title: Childhood Development and Education
Term: 1st Semester SY 2019-2020
Topic: Methods Used in Child Study and Assessment
Reporter: Sheryl D. Aguilar
Instructor: Prof. Grace Mae B. Reynon, MAED

METHODS USED IN CHILD STUDY AND ASSESSMENT

“Assessment is the way in which in our everyday practice, we observe children’s learning,
strive to understand it, and then put our understanding to good use.”

(Drummond, 1993)”

When we watch children, watch them carefully and sensitively, we see them
learning. When we approach observation of children with an open mind we can observe
the richness of their play and interaction. Through observation and assessment we can
become aware of what children know and can do, and use this information to ensure that
what we provide and how we interact is closely linked to their abilities and needs.

What is assessment?

Assessment is a critical part of a high-quality, early childhood program. When

educators do an assessment, they observe a child to get information about what he knows
and what he can do.

What is childhood assessment?

Childhood assessment is a process of gathering information about a child,

reviewing the information, and then using the information to plan educational activities
that are at a level the child can understand and is able to learn from

Observing and assessing children’s learning can also enhance our own knowledge and
understanding of how children develop and learn.
 Why we assess children?

 To understand what individual children know and can do.

 To understand what individual children are interested in and how they learn
best so that we can support their learning and development effectively.
 To support overall planning and provision.

Why is assessment important?

Assessment provides educators, parents, and families with critical information

about a child’s development and growth. Assessment can:

 Provide a record of growth in all developmental areas: cognitive, physical/motor,

language, social-emotional, and approaches to learning.
 Identify children who may need additional support and determine if there is a need for
intervention or support services.
 Help educators plan individualized instruction for a child or for a group of children that are
at the same stage of development.
 Identify the strengths and weaknesses within a program and information on how well the
program meets the goals and needs of the children.
 Provide a common ground between educators and parents or families to use in
collaborating on a strategy to support their child.

What is assessment method?

Assessment methods are the strategies, techniques, tools and instruments for
collecting information to determine the extent to which students demonstrate desired
learning outcomes. Several methods should be used to assess student learning
outcomes.

Guidelines for implementing assessment

 Assessment aligns with instructional goals and approaches. Different types of

assessments have different purposes. It is important to first determine what should
be measured; then find the assessment program that best assesses those goals.
 Assessor knows the child. The adult conducting the assessment should have a
pre-existing relationship with the child. Ideally the assessor is the educator.
  Assessment is “authentic.” Assessment should take place in a child’s normal
setting. The assessment should reflect everyday relationships and experiences. It
should be conducted in familiar contexts and settings (such as the classroom).
 Observations are ongoing and diverse. For a comprehensive assessment,
observations should be made at a variety of children’s activities and be ongoing in
order to fully see the progress of a child.

Assessment is a cycle. Although specific methods for assessment tools vary, the
process is cyclical. The cycle allows educators to make changes to their curriculum to
better serve children in their program.

What are different child assessment methods?

Methods of child assessment can be informal (conducting natural observations,

collecting data and children’s work for portfolios, using educator and teacher ratings) and
formal (using assessment tools such as questionnaires and standardized testing). Both
methods are effective and can help inform educators and parents about a child’s
progress.

1. Observations can be made with minimal or no intrusion into children’s activities.

Educators can observe all facets of development, including intellectual, linguistic,
social-emotional, and physical development, on a regular basis.
2. Portfolios are a record of data that is collected through the work children have
produced over a period of time. The collection clearly shows the progress of a child’s
development. Portfolios can be an important tool in helping facilitate a partnership
between teachers and parents.
3. Educator Ratings are useful in assessing children’s cognitive and language abilities
as well as their social-emotional development. These ratings can be linked to other
methods of assessment, such as standardized testing or other assessment tools.
(See the next question below.)
4. Parent Ratings integrate parents into the assessment process. Parents who are
encouraged to observe and listen to their child can help detect and target important
milestones and behaviors in their child’s development.
5. Standardized Tests are tests created to fit a set of testing standards. These tests
are administered and scored in a standard manner and are often used to assess the
performance of children in a program.
6. Document, Reflect. Record while observing or as soon as possible.
 What are different types of child assessment systems?

There are two different types of assessment systems. Both are used to guide
decisions about a child’s development and program resources.

1. Program-developed child assessment tools are developed to align with a specific

program’s philosophy and curriculum.
2. Published child assessment tools have been researched and tested and are accepted
as a credible source in assessing children’s development.